Independence/Independent Living Skills
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Finalize goals in your son/daughter's final year of high school for living and working independently in the community.
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Continue to assess goals and progress toward reaching goals for employment, post-secondary education, and independent living.
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Continue to assess the skills needed to live and work independently after graduation.
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Continue to develop self-advocacy skills.
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Continue to develop money management skills (e.g. develop banking skills, checkbook management, savings account management, car payment management, etc.).
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Establish a checking account in your son/daughter's final year of school.
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Register to vote and for the draft at age 18.
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Determine if your son/daughter's skills are appropriate and adequate to pursue and obtain a driver's license.
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Continue with chores responsibilities around the house to develop household living skills (e.g. helping with cooking, cleaning, mowing the lawn, laundry, etc.).
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Learn how to use public transportation.
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Social/Recreational
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Continue to fully participate in school social and recreational opportunities (e.g. athletics, dances, plays, school clubs, etc.).
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Continue to participate in community recreational opportunities (e.g. YMCA, scouting, movies with friends, athletic activities, etc.).
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Have son/daughter become independently involved in community organizations in the last year of school (e.g. local civic groups, special interest clubs, athletic leagues or clubs, church groups, etc.).
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Continue integration into regular education classes and activities whenever appropriate
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Continue to encourage and support friendships with regular and special education students of the same ages.
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Have developed an awareness and understanding of health and sexuality and the responsibilities in both areas.
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Employment Preparation
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Employment for 3-4 hours per day in the community in a variety of settings throughout high school, based on your son/daughter's interests and skills.
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Participate in volunteer experiences and community service projects to explore careers and network.
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Continue to assess and identify training and skills needs to complement employment goals.
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Attend "Job Fairs" at school or at other local places.
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Develop a job resume.
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Know how to appropriately complete a job application.
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Continue discussion of importance of getting to work on time, cooperating with co-workers, doing the best job possible, etc.
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Continue the discussion of benefits of working and contributions to society (e.g. pay, job satisfaction, etc.).
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Connections with Community Agencies
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Attend "Information Nights" for parents and students with representatives from the Social Security Department, guardianship, county community human service agencies, employment support agencies, Department of Vocational Rehabilitation (DVR), etc.).
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Have identified supports and services needed by your son/daughter that should be in place prior to leaving school (begin this contact at least two years prior to leaving school).
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Involve agency representative in developing transitional IEP and post-school IPE (Individual Plan for Employment).
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Post-High School Education
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Attend "Information Nights" for parents and students with representatives from local vocational technical school, colleges, and other post-secondary training schools to discuss programs, supports, and services available.
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Assess student's ability to attend post-secondary school.
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Obtain assistance with registration forms for post-secondary education from school guidance office and/or special education staff in the final year of school.
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